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The Embodied Work of Teaching

https://doi.org/10.21832/hall5495
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Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.4761574openalex-extracted
Teacher Mobility During Small-Group Instructional Rounds for Young Efl Learners: Display of Task Progression and Contingent Assistance
inferred← citeshttps://doi.org/10.1002/9781394260409.ch10openalex-snapshot
Conversation Analysis in TESOL
inferred← citeshttps://doi.org/10.1002/tesq.583openalex-snapshot
The Role of Self‐Talk in Downgrading a Teacher’s Certainty About Grammar Matters
inferred← citeshttps://doi.org/10.1007/978-3-030-52193-6_13openalex-snapshot
Transforming CA Findings into Future L2 Teaching Practices: Challenges and Prospects for Teacher Education
inferred← citeshttps://doi.org/10.1016/b978-0-323-95504-1.00267-2openalex-snapshot
Language in Classroom Communication
inferred← citeshttps://doi.org/10.1016/j.linged.2020.100808openalex-snapshot
Teacher response pursuits in whole class post-task discussions
inferred← citeshttps://doi.org/10.1016/j.linged.2021.100978openalex-snapshot
The embodied work of teaching grammar and pronunciation in IELTS speaking tutorials
inferred← citeshttps://doi.org/10.1016/j.linged.2022.101074openalex-snapshot
Request for permission to Switch to L1: Treatment for unlocatable problems in English medium of instruction classrooms
inferred← citeshttps://doi.org/10.1016/j.linged.2023.101164openalex-snapshot
Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM
inferred← citeshttps://doi.org/10.1075/ap.22009.matopenalex-snapshot
Seeing multilingual learner agency and interactional competence in second language classroom interactions
inferred← citeshttps://doi.org/10.1075/csl.00054.zhoopenalex-snapshot
Teacher-student engagement patterns in CSL classrooms and beyond
inferred← citeshttps://doi.org/10.1075/task.24016.kunopenalex-snapshot
“Are you sure it’s a boomerang?”
inferred← citeshttps://doi.org/10.1080/0163853x.2022.2140556openalex-snapshot
Teachers’ gestures for building listening and spoken language skills
inferred← citeshttps://doi.org/10.1080/10350330.2024.2448007openalex-snapshot
Teachers’ gestures in synchronous online language classrooms: embodied elicitation strategies for student participation
inferred← citeshttps://doi.org/10.1080/13562517.2024.2324727openalex-snapshot
Finding a pedagogy of empathy in a Common Read Project
inferred← citeshttps://doi.org/10.1080/14623943.2024.2305878openalex-snapshot
The affordances of a mobile video-tagging tool for evaluating presentation skills in a second language
inferred← citeshttps://doi.org/10.1080/19463014.2020.1778497openalex-snapshot
Laughter and smiling: sequential resources for managing delayed and disaligning responses
inferred← citeshttps://doi.org/10.1080/19463014.2020.1808494openalex-snapshot
“Laughing moments”: the complex negotiation of laughing acts among students and teachers in an English as a second language classroom
inferred← citeshttps://doi.org/10.1080/19463014.2021.1920997openalex-snapshot
Designedly incomplete elicitations: teachers’ multimodal practices to mobilise student-next action in Chilean secondary EFL classrooms
inferred← citeshttps://doi.org/10.1080/19463014.2021.1978141openalex-snapshot
Editorial
inferred← citeshttps://doi.org/10.1080/19463014.2022.2080086openalex-snapshot
Teachers’ responsiveness to students’ gestured candidate responses in whole-class STEM interactions
inferred← citeshttps://doi.org/10.1080/19463014.2024.2305729openalex-snapshot
Teacher’s squeezed-mouth smile as a practice for managing affiliation in L2 classrooms
inferred← citeshttps://doi.org/10.1080/19463014.2024.2335939openalex-snapshot
The practical nature of L2 teaching: a conversation analytic perspective
inferred← citeshttps://doi.org/10.1093/applin/amad079openalex-snapshot
How Do Students Receive Help from Teachers? Initiating Assistance in Small Group Classroom Interactions
inferred← citeshttps://doi.org/10.1111/modl.12910openalex-snapshot
Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole‐class interaction in the foreign language classroom
inferred← citeshttps://doi.org/10.1177/1362168820987957openalex-snapshot
Task type completion in lower level EFL classes: A conversation analytic study
inferred← citeshttps://doi.org/10.1177/13621688241241037openalex-snapshot
Multimodality in third turn repetitions: Evaluation, mitigation, and the pursuit of responses in a Korean-as-foreign-language classroom
inferred← citeshttps://doi.org/10.14483/22487085.15717openalex-snapshot
Relevancia de la comunicación ‘no verbal’ en el aula de ILE: ¿cómo hablan las manos en una lengua extranjera?
inferred← citeshttps://doi.org/10.1515/iral-2023-0118openalex-snapshot
Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
inferred← citeshttps://doi.org/10.1515/text-2021-0034openalex-snapshot
Note-taking/making as a resource for substantiating advice at a second language speaking center
inferred← citeshttps://doi.org/10.1558/rcsi.24266openalex-snapshot
Preference and embodiment in an oral preschool classroom
inferred← citeshttps://doi.org/10.26803/ijlter.18.12.8openalex-snapshot
Shaping Learner Responses in Question-Answer Sequences in the EFL Classroom
inferred← citeshttps://doi.org/10.3390/languages7020154openalex-snapshot
Multimodal Resolution of Overlapping Talk in Video-Mediated L2 Instruction
inferred← citeshttps://doi.org/10.3390/languages9050164openalex-snapshot
Nonverbal Communication in Classroom Interaction and Its Role in Italian Foreign Language Teaching and Learning
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